Assessment in Learning 2
effort on an instructor’s part to develop, and may be more
Authentic and Traditional Assessment
Authentic Assessment
What is Authentic Assessment?
 A form of assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills Jon Mueller.
 Performance assessments call upon the
examinee to demonstrate specific skills and
competencies, that is, to apply the skills and
knowledge they have mastered.
What does Authentic Assessment look like?
An authentic assessment usually includes a task for
students to perform and a rubric by which their performance
on the task will be evaluated.
When considering how to assess student learning in a course,
most instructors would agree that the ideal assessment would
be one that not only assesses students’ learning; it also
teaches students and improves their skills and understanding
of course content. One fundamental aspect of such
assessments is that they are authentic.
An authentic assignment is one that requires application of
what students have learned to a new situation, and that
demands judgement to determine what information and skills
are relevant and how they should be used. Authentic
assignments often focus on messy, complex real-world
situations and their accompanying constraints; they can
involve a real-world audience of stakeholders or ‘’clients’’ as
well. According to Grant Wiggins (1998), an assignment is
authentic if it.
An assignment is authentic if it…
 is realistic.
 Requires judgement and innovation.
 Asks the student to ‘’do’’ the subject.
 Replicates or simulates the contexts in which adults
are ‘’tested’’ in the workplace or in civic or personal
life.
 Assesses the student’s ability to efficiently and
effectively use a repertoire of knowledge and skills to
negotiate a complex a task.
 Allows appropriate opportunities to rehearse,
practice, consult resource, and get feedback on and
refine performance and products.
Authentic assessments can be contrasted with conventional
test questions, which are often indirect measures of a
student’s ability to apply the knowledge and skills gained in a
course. Conventional tests have an important place in college
course, but cannot take the place of authentic assessments.
The table below, drawn from Wiggins, illustrates the
differences between typical tests and authentic assessments.
Authentic assessments have several advantages over
conventional tests. They are likely to be more valid than
conventional test, particularly for learning outcomes that
require higher-order thinking skills. Because they involve real-
world task, they are also likely to be more interesting for
students, and thus more motivating. And finally, they can
provide more specific and usable information about what
students have succeeded in learning as well as what they have
not learned.
However, authentic assessments may require more time and
difficult to grade. To address the difficulty of grading authentic
assessments, it is often useful to create a grading rubric that
specifies the traits that will be evaluated and the criteria by
which they will be judged.
Examples of Authentic Assessments
Nursing-Provides a case study of a patient and ask students to
assess and create a plan of care.
Business- Develop a business/marketing/sales plan for an
imaginary (or real) company in a student’s area of interest.
Computer Science- Troubleshoot a problematic piece of code;
Develop a website/app to solve a particular problem and/or
meet a set of criteria.
Psychology-Examine/critique a case study from multiple
theoretical positions.
Public Affairs or Service Learning Courses- Consider how a
community agency might be impacted by a particular
challenge (budget cuts, infrastructure outage, public health
crisis, etc.)
Biology/Chemistry-Draw a diagram of how process works,
indicating what happens if X occurs.
History
Authentic assessment evaluates the students’ collective skills
and abilities to perform and demonstrate the tasks in real-
world situation.
 It involves performance tests and portfolio
assessment.
 Criterion-referenced measure is used to assess the
performance of the student in
Traditional Assessment Definition
Traditional assessments are the conventional methods of
testing such as; quiz, exam, paper. Standardized tests most
state achievement test, high school graduation examination.
Authentic Assessment Definition
An assessment that is performance oriented the thinking goes
with the assessment that aims to measure not only the
correctness of the response, but also the through process
involved in arriving at the response, and that encourage
students to reflect their won learning in both depth and
breadth, the belief is that instruction will be pushed into a
more thoughtful, more reflective richer mode as well.
Alternative Names for Authentic Assessment
Performance Assessment/Alternative Assessment/Direct
Assessment
Other Definitions: Performance assessments call
upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge the
have mastered.
Other Definitions: A form of assessment in which
students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge
and skills (Hon Mueller)
Characteristics of Authentic Assessment
 Authentic assessment requires the students to
perform meaningful tasks in real world situation.
 It promotes the development of higher order thinking
skills.
 It tenders direct evidence of application and
construction of knowledge and skills acquired.
 It includes portfolio collection of entries. 5. It
demonstrate application of a particular knowledge
and skills. 6. It fosters role-playing of the lessons
 learned by students which serves as show window
them.
Learning Targets for Performance-Oriented Assessment
Bloom’s Taxonomy of Educational Objectives
• Cognitive
• Affective
• Psychomotor
Educational Objectives
- Are specific statements of student performance at the end of
an instructional unit. Educational objectives are sometimes
referred to as behavioral objectives and are typically stated
with the use of verbs.
Those three domains correspond to the three types of gals that
teacher want to assess:
• Knowledge-based Goals (Cognitive)
• Skills-based Goals (Psychomotor)
• Affective Goals (Affective)
Bloom’s Taxonomy of Educational Objectives in the Affective
Domain describes five levels of expertise:
• Receiving
• Responding
• Valuing
• Organization
• Characterization by a value or value complex
• -Psychomotor skills are developed and the person can modify
2.1 Taxonomy of Educational Objectives in the Affective
Domain
Level
Receiving
Responding
Valuing
Organization
Internalizing values/ characterization by a value or value
complex
Description
-Awareness of passive attention to a phenomenon or stimulus.
-Active attention and response to a particular phenomenon or
stimulus.
-Attaching value or worth to a phenomenon or object. Valuing
may range from acceptance to commitment.
-Organizing values into priorities by comparing, relating,
synthesizing specific values.
-Having a personal value system that is now a characteristic of
the learner
Illustrative Verbs
-Asks, choose, holds, identifies, listens
-Answers, complies, participates, practices, writes
-Complete, demonstrates, differentiates, explains, justifies.
-Adheres, defends, integrates, organizes, synthesizes.
-Acts, displays, influences, solves verifies
Sample Objectives
-Listen attentively to the instruction of the teacher.
-Participates actively in the focus-group discussion.
-Demonstrates belief in the value of the election process.
-Defend the importance of graduate education in the career of
a teacher.
-Displays commitment to helping economically disadvantaged
students.
In Simpson’s Taxonomy Educational Objectives in the
Psychomotor Domain, Seven levels are expertise are described:
• Perception
• Set
• Guided Response
• Mechanism
• Complex Overt Response
• Adaptation
Organization
2.2 Taxonomy of Educational Objectives in the Psychomotor
Domain
Level
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
Description
-The ability to use sensory cues to guide motor activity
-The mental, physical, and emotional sets that predispose a
person’s response to different situations
-Demonstration of a complex skill through guided practice like
initiation and trial and error
-Learned responses have become habitual and movements can
be performed with some degree of confidence and proficiency
-Performance of motor acts that involve complex movement
patterns in a quick, accurate, and highly coordinated manner.
Characterized by automatic performance without hesitation
movement patterns to fit special requirements
-Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasize creativity
based upon highly developed skills.
Illustrative Verbs
-Adjusts, describes, defects, identifies, selects
-Begins, displays, knows, recognizes, shows, states
-Copies, performs, follows, reacts, responds
-Assembles, dismantles, fixes, manipulates, plays
-Assembles, dismantles, fixes, manipulates, organizes (Similar
with Mechanisms but performed in a more accurate, more
coordinated, and quicker way)
-Adapts, alters, modifies, rearranges, varies
-Arranges, builds, combines, creates, design
Sample Objectives
-Detects non-verbal cues from the participants
-Shows motivation to learn a new skill
-Performs the mathematical operation by following the steps
demonstrated by the teacher
-Plays the guitar
-Demonstrates one’s expertise in playing the guitar
-Modifies the dance steps to suit the abilities of one’s
groupmates
-Create new steps for a contemporary version of a classic
dance hits.
LEARNING TARGETS
Learning Target is a statement on what students are supposed
to learn and what they can do because of instruction. Learning
targets are more specific compared with educational goals,
standards, and objectives and lend themselves to more specific
instructional and assessment activities.
Learning Targets are more effectively stated in students’ point
of view, typically using the phrase “ I can…” For example, “ I
can differentiate between traditional methods and alternative
methods of assessment.
The purpose of learning targets is to effectively inform
students of what they should be able to demonstrate as
evidence of their learning. Learning Target should specify both
the content and criteria of learning. With specific learning
formulated, appropriate classroom instruction and assessment
can be designed
The most common typology of learning target are:
• Knowledge
• Reasoning
• Skill
• Product and;
• Affect (also known as disposition)
Type of Learning Targets
Knowledge Targets
Reasoning Targets
Skills Target
Product Targets
Affective Targets
Description
-Refers to factual, conceptual, and procedural information that
students must learn in a subject or content area.
-Knowledge-based thought processes that students must learn.
It involves application of knowledge in problem-solving,
decision-making, and other tasks that require mental skills.
-Use my knowledge and/ or reasoning to perform or
demonstrate physical skills.
-Use of knowledge, reasoning, skills in creating a concrete or
tangible product.
-Refers to affective characteristics that students can develop
and demonstrate because of instruction.
Sample
-I can discuss the research design that I used for my thesis.
-I can justify my choice of analysis of Variance (ANOVA) as my
statistical analysis for my thesis research.
-I can perform Analysis of Variance (ANOVA) on research data
using the software SPSS.
-I can write the results and discussion section of thesis
manuscript.
-I can appreciate the role of a thesis adviser in the completion
of a thesis research.
What are the appropriate alternative methods of assessment
for learning targets?
While all five types of learning targets (knowledge, reasoning,
skill, product, and affect) can be assessed by the use of
alternative methods of assessment, three types of learning
targets can be best assed using alternative assessments. These
are skills, products, and affect.
Siggins et al. (2006) defined skills type of learning targets as
one’s of knowledge and reasoning to act skillfully. In other
words, skills refer to learning targets that require the
development and demonstration of behavioral or physical task.
To able to demonstrate skills or act skillfully, students must be
able to possess the knowledge and reasoning ability related or
relevant to the skills to be demonstrated.
Stiggins et al. (2006) described product learning targets as the
use of knowledge, reasoning, and skills to create a concrete
product. Products refer to learning targets that require the
development of a tangible and high-quality product or output.
Students are expected to create products that have certain
core attributes that will serve as basis for evaluating its quality.
Stiggins et al. (2006) defined skills type of learning targets as
one’s of knowledge and reasoning to act skillfully. In other
words, skills refer to learning targets that require the
development and demonstration of behavioral or physical task.
To able to demonstrate skills or act skillfully, students must be
able to possess the knowledge and reasoning ability related or
relevant to the skills to be demonstrated.
Affect or disposition was defined by Stiggins et al. (2006) as
student’s’ attitudes about school and learning. The
development of affect/disposition simultaneously occurs as a
student learns to concepts and skills in the classroom.
The skills targets are best assessed among students through
performance-oriented or performance-based assessment as
skills are best gauged through actual task performance.
Typology of Learning Targets (English)
Skills-Participate in conversation with others.
Products-Write an argumentative essay where arguments are
justified by providing factual or empirical data as support.
Affect-Enjoy reciting a poem in front of an audience.
Typology of Learning Targets (Physical Education)
Skills- Dribble the ball to cross the half court.
Products- Create a three-month personal fitness plan
Affect- Short determination to complete the physical task.
Typology of Learning Targets (Mathematics)
Skills- Measure angles using a protractor
Products- Given the data, construct a histogram with normal
curve using SPSS.
Affect- Demonstrate interest in attending mathematics class.
Typology of Learning Target (Science)
Skills- Use laboratory equipment.
Products- Prepare a report about the field observation.
Affect- Consider the safety of others in the conduct of an
experiment.
Typology of Learning Target (Social Studies)
Skills- Participate in civic discussions on current social issues.
Products- Create a timeline for the 2017 Marawi Seige.
Affect- Argue with others in a constructive manner.
PERFORMANCE ASSESSMENT
 Is an assessment activity or set of activities that
require students to generate product or performance
that provide direct or indirect evidence of their
knowledge, skills, and abilities in an academic content
domain.
TYPES OF PERFORMANCE ASSESSMENT
1. Product-Based Assessment
2. Performance-Based Assessment
Product-Based Assessment
-Is used for assessing learning outcomes that involve designing
or creating projects or products.
Examples are: Research papers, Art Exhibits, Reflective essays;
and Portfolios.
Performance-Based Assessment
 Tasks include actual performances of making those
product.
Examples are:
 Carrying out laboratory experiments
 Exhibiting creative and artistic talents (dancing,
painting, and playing a musical instrument and
demonstrating writing skills through extemporaneous
essay writing, article review, and reflective papers).
TYPES OF PRODUCT-BASED ASSESSMENT
1. Visual Products
 EXAMPLES: Charts, illustrations, graphs, collages,
murals, maps, timeline flows, diagrams, posters,
advertisements, video presentations, art exhibits
2. Kinesthetic Products
 EXAMPLES: Diorama, puzzles, games, sculpture,
exhibits, dance recital
3. Written Products
 EXAMPLES: Journals, diaries, logs, reports, abstracts,
letters, thought or position papers, poems, story,
movie/TV scripts, portfolio, essay, article report,
research paper, thesis.
4. Verbal Products
 EXAMPLES: Audiotapes, debates, lectures, voice
recording, scripts.
TYPES OF PERFORMANCE-BASED ASSESSMENT
1. Oral Presentations/Demonstrations
 EXAMPLES: Paper presentation, poster presentation,
individual or group report on assigned topic, skills
demonstration such as baking, teaching, problem
solving
2. Dramatic/ Creative Performances
 EXAMPLES: Dance, recital, dramatic enactment,
prose or poetry interpretation, role playing, playing
musical instruments
3. Public Speaking
 EXAMPLES: Debates, mock trial, simulations,
interviews, panel discussion, story-telling, poem
reading
4. Athletic Skills Demonstration/ Competition
 EXAMPLES: Playing basketball, baseball, soccer,
volleyball, and other sports.
What are the characteristics of a good performance
assessment?
1. It is authentic, that is , it includes performance tasks that are
meaningful and realistic.
 Performance assessment should present or require
tasks that are realistic and related to everyday life.
2. It provides opportunities for students to show both what
they know and how well they can do what they know.
 Performance assessment should achieve a balanced
approach wherein it gives students opportunities to
show their knowledge-and-skill competencies.
4. It assesses more complex skills
 Unlike traditional tests that usually assess a single
skill and require simple tasks such as remembering or
recalling of concepts, performance assessment
usually taps higher-order cognitive skills to apply
knowledge to solve realistic and meaningful
problems.
5. It explains the task, required elements, and scoring criteria
to the students before the start of the activity and the
assessment.
 At the start of the class, it is important that the
requirements of the subjects are presented and
explained to the students.
What are the general guidelines in designing performance
assessment?
- The learning outcomes at the end of the course serve as the
bases in designing the performance assessment tasks. With the
learning outcomes identified, the evidence of student learning
that are most relevant for each learning outcome and the
standard or criteria that will be used to evaluate those
evidence are then identified.
To guide you in designing performance assessments, the
following questions may be addressed:
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the
expected outcomes (e.g., problem-solving, decision-making,
critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or
tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the
outcomes and skills interesting, engaging, challenging, and
measurable?
5. Are the performance tasks authentic and representative of
real-world scenarios?
6. What criteria should be included to rate students'
performance level?
7. What are specific performance indicators for each criterion?
Furthermore, choice of teaching and learning activities is also
of utmost importance in choosing the performance
assessments to use. There should also be an alignment among
the learning outcomes, the teaching learning activities, and
assessment tasks.
For example, in a Physical Education-Dance class,
following the three course components should be explicitly
clear and linked, as show below:
How do you conduct performance assessment?
- Unlike in most traditional tests wherein student
responses can be scored using an answer key, performance
assessments require the teachers peer’s judgement when
evaluating the resulting products and performances. This
necessitates using a set of predetermined criteria that are
aligned with desired targeted standards or desired learning
outcomes. The following are the basic steps in planning and
implementing performance- based or conduct- based
assessment:
1. Define the purpose of performance or product-based
assessment.
The teacher may ask the following questions?
 What concept, skill, or knowledge of the students
should be assessed?
 At what level should the students be performing?
 What type of knowledge is being assessed (e.g.,
remembering to creating)?
2. Choose the activity/output that you will assess.
- The required performance or output should be
feasible given the time constraints, availability of resources,
and amount of data/materials needed to make an informed
decision about the quality of a student's performance or
product. The performance tasks should be interesting,
challenging, achievable, and with sufficient depth and breadth
so that valid evaluation about students' learning can be made.
.3. Define the criteria.
- Criteria are guidelines or rules for responses,
products, or performances. Before conducting the assessment,
performance the performance criteria should be
predetermined. The set of criteria should be discussed and
agreed upon by the teacher and the students. Performance
criteria are important since they define for the students the
types of behavior or attributes of a product as objectively and
as consistent as possible.
There are four types of criteria that can be used for evaluating
student performances:
 A. Content criteria - to evaluate the degree of a
student’s knowledge and understanding of facts,
concepts, and principles related to the topic/ subject:
B. Process criteria - to evaluate the proficiency level of
performance of a skill or process;
C. Quality criteria - to evaluate the quality of a product
or performance, and
D. Impact criteria - to evaluate the overall results or
effects
of a product or performance.
4. Create the performance rubrics
A rubric is a powerful assessment tool that clearly indicates the
performance expectations for any kind of student work.
The three key components of a rubric.
1. Criteria the aspects of performance that will be
assessed.
2. Performance descriptors the characteristics
associated with each dimension or criterion. and,
3. Performance levels that identifies students’ level of
mastery within each criterion.
EXAMPLE OF PERFORMANCE RUBRICS
FOUR DIFFERENT TYPES OF RUBRICS
A. Holistic Rubric
- Student performance or output is evaluated by applying all
criteria. Thus, providing a single score
based on overall judgements’ about the quality of students’
work.
B. Analytic Rubric
- Students’ work to evaluated by using each criterion
separately. Thus, providing specific feedback about
the students’ performance or product.
C. General Rubric
- Contains criteria that are unique to a specific task.
(the same rubric that can be used to evaluate oral presentation
and research output).
Sample Generic Rubric for Reviewer/Critic of Performance
Task/Outputs
D. Task-specific rubric
- Contains criteria that are unique to a specific task.
(a rubric that can only be used for oral presentation and
another rubric applicable only for research output).
5. Assess student’s performance/product
- It is important to provide specific and meaningful
feedback and explanation to students on how they have
performed the task, clarifying to them what they understand,
what they don’t understand, and where they can improve.
CHARACTERISTIC OF A GOOD RUBRICS
1. EXPLICIT - A good rubric should contain criteria and
performance indicators that are clear, concrete, and
observable as well as relevant and applicable to the
performance task to be assessed. Each benchmark and point
value should also have clearly delineated indicators,
differentiating the expected quality of work for each
performance level.
2. ALIGNED - A good rubric should contain criteria that are
aligned with the expected quality of performance for a
particular task or assignment, as well as with the intended
level of learning outcomes in the subject.
3. AUTHENTIC - A good rubric should include criteria and
performance indicators or descriptors that are meaningful and
require application of real-life skills.
4. VALID - A good rubric should be able to measure what is
intended to be measured.
5. DIAGNOSTIC - A good rubric should be able to communicate
to the students what are expected of them in the course, allow
them to reflect on their performance, and provide them
opportunities to improve on areas that they did not do well.
STEPS IN RUBRIC DEVELOPMENT
STEP 01 - Determine the learning outcome and the
performance task to be evaluated. It is important to be clear
about the learning outcome/s and the specific performance
task that will be evaluated. Choose tasks that are essential,
authentic, complex, feasible, and measurable.
GUIDE IN IDENTIFYING THE PERFORMANCE TASK/S TO BE
EVALUATED
What learning outcome/s are to be evaluated?
Which student performance/s or output/s in the subject are
relevant measures of such students’ learning outcomes?
Are all of these tasks equally important?
Which is the best representation of the expected learning
outcomes?
STEP 02 - You need to identify and list all possible attributes or
indicators of a good performance. This can be based from your
own expectations and benchmark exemplars of work that
reflect key standards. You may explore and specify the skills,
knowledge, and or behavior that you will be looking to
describe the standard in one’s performance. Be sure to limit
the characteristics that are important.
STEP 03 - Cluster the list of attributes and or indicators into
possible groups or categories and label categories. This will
form the criteria for assessment. For example, in a dance
performance task, all attributes that pertain to how well the
students execute the dance in terms of movement, body
position, placement in stage, and dance style can be grouped
under the criterion “Technical Skills”. You can also include
criteria in terms of the components of a performance task.
STEP 04 - Determine the benchmarks and point values. A
number of descriptors can be used to denote the levels of
performance (with or without accompanying symbols for letter
or number grades). Examples of levels of performance include:
STEP 05 - Write the benchmark or performance descriptors for
quality work criteria. It is important that the behaviors,
characteristics, or qualities that illustrate or exemplify each
performance level are clear and delineated. These
performance descriptors should describe the relative,
differences, between performances at each level. The
differences between performance points can be presented by:
(1) Aspect of performance or behavior at different levels.
e.g., evaluates the different characteristics of… (4 points)
analyzes the different characteristics of… (3 points)\
describes the different characteristics of… (2 points)
lists the different characteristics of… (1 point)
(2) Adjectives, adjectival phrases, adverbs and adverbial
phrases to present different qualitative difference between
levels.
e.g., explains to a very great extent the …
explains to a great extent the …
explains with moderate accuracy the …
explains with limited accuracy the …
(3) Numeric references to identify quantitative differences
between levels.
e.g., gives more than 4 relevant examples of …
gives 3-4 relevant examples of the …
gives 1-2 relevant examples of the …
gives no (0) relevant examples of the …
(1) Degrees of assistance needed by the student to complete
the task
e.g., explains the topic correctly and independently on his own.
explains the topic with very little assistance from the
teacher or classmates.
explains the topic with occasional assistance from the
teacher or classmates.
needs assistance from the teacher or classmates in
explaining the topic most of the time
HOW CAN YOU MAKE RUBRIC USEFUL TO YOUR STUDENTS
Rubric is an important component in the teaching-learning
process. It does not only help teachers in assessing students’
work through application of consistent standards and in
identifying the gaps in their learning, but is also makes
students aware of what are expected of them in relation to the
assessment tasks in particular and the subject as a whole, of
how they will be graded, and eventually of how well they are
meeting these expectations.
Thus, to make the rubric more relevant and useful to the
students, it is important for teachers to:
1.Prepare the rubric and make it available to students before
they begin with the assigned task to inform them the
requirements, criteria, and expectations so as to guide them in
carrying out their tasks;
2.Develop rubric with performance descriptors that are clear
and easily understood by students;
3. Present the rubric to students and allow them to give their
feedback and suggestions to improve or refine it;
4. If possible, involve students in the creation of rubric to
enhance their motivation, engagement, and self-regulation;
and
5. Orient the students on how to effectively use the rubric,
especially those that are used for self-assessment and peer-
assessment.
AFFECTIVE ASSESSMENT
WHAT IS AFFECTIVE ASSESSMENT?
- If we deal with measurement of feelings, attitude, or
interest, we are into affective assessment. This type
of assessment looks into how students feel while they
are learning and how their learning experiences have
influence their emotions and future behavior.
WHY ASSESS AFFECTIVE DOMAIN?
- Affective domain should be assess in order to help
students achieve academic success and to know how
they view, perceive and feel as they engage in
learning activities.
TAXONOMY OF AFFECTIVE DOMAIN IN LEARNING
- In affective domain of learning, Krathwohl et al.
(1964) developed a taxonomy of affective qualities
that can serve as guide in doing affective assessment.
1. To Receive
- The learner demonstrates an awareness in an activity. For
example, looking at the teacher during lecture is an awareness
on a lecture but listening and paying attention indicate
willingness to receive the stimulus.
2. To Respond
- The learner reacts to a given stimulus or information that has
been received. If a learner participates in a class discussion and
not merely listening, then he/she is in this level of behavior.
3. To Value
- This is the level where the learner demonstrates commitment
in the object, knowledge, or activity and internalized a set of
specific values. For example, picking up litters even without the
teacher's presence.
4. To Organize
- The learner is able to discern independently the right from
wrong, and he/she is able to make a decision on what is more
valuable based on his/her own judgement.
5. To Characterize
- The learner demonstrates his/her beliefs and attitudes not
only in a single event or situation but in multiple events,
showing consistency of the behavior that establishes an image
or character of the learner.
- The behavior extends beyond the school setting and becomes
part of his/her lifestyle. For example, if doing an experiment
has instilled the value of patience, such trait could be carried
over to the student's nonscience activities.
THE AFFECTIVE VARIABLES IN LEARNING
- ATTITUDES
- VALUES
- BELIEFS
- INTEREST
- MOTIVATION
- SELF CONFIDENCE
ATTITUDES - It refers to a person's reaction whether negative
or positive, favorable or unfavorable toward an object, activity,
person or environment.
VALUES & BELIEFS - These are characteristics or traits that a
person holds in high importance.
INTEREST - It is a psychological state that draws a person's
attention to an object, idea or event.
MOTIVATION - Brown (1987) defines motivation as an inner
drive, impulse, emotion, or desire that moves one to a
particular action.
SELF-CONFIDENCE - It refers to how a person feels about
his/her abilities to accomplish a task or reach a goal.
ASSESSMENT TOOLS IN MEASURING AFFECTIVE LEARNING
1. SELF-REPORT INVENTORY
2. QUESTIONNAIRE
3. OPINIONNAIRE
4. SEMANTIC DIFFERENTIATION
5. OBSERVATION
6. INTERVIEW5

Self-Report Inventory - This involves students reporting on
their own feelings, attitudes, and beliefs. It allows personal
perspective but it relies on student's honesty and self-
awareness.
Questionnaire - This is a set of written questions designed to
gather information about specific aspects of student's
attitudes, beliefs, and values.
Opinionnaire - This is similar to a questionnaire but is
specifically designed to gather opinions on a particular topic. It
is useful for gauging student's attitudes towards specific
aspects of their education.
Semantic Differentiation - This is a type of survey that asks
students to rate concepts along a scale between two bipolar
objectives (e.g., easy-difficult). It can help assess students'
attitude towards different aspects of learning.
Observation - This involves teachers watching and recording
students' behavior during classes or activities. It can provide
insights into students' engagement, motivation, and attitudes
towards learning.
Interview - This is a one-on-one conversation where a teacher
asks the students with specific questions about their feelings,
attitudes and experiences related to learning.
PORTFOLIO ASSESSMENT
What is Portfolio?
- A systematic collection of a student work and related
material that depicts a student’s activities,
accomplishment, and achievements in one or more
school subjects.
What is Portfolio Assessment?
- is an alternative to pen-and-paper objective test as an
approach to assessing student’s learning.
- it is a purposeful, ongoing, dynamic, and
collaborative process of gathering multiple indicators
of the student’s growth and development in course
or program of study.
- Portfolio assessment is also a performance-based
approach to assessing learning but more authentic
than anyone-time performance task as it allows
examination of multiple evidence of the process and
product of learning developed across time.
Why portfolio assessment?
BURKE (1999) - Recognizes portfolio as another type of
assessment and considered authentic because of the following
reasons:
 It test what is really happening in the classroom.
 It offers multiple indicators of student’s progress.
 It gives the students the responsibility of their own
learning.
 It offers opportunities for students to document
reflections of their learning.
 It demonstrate what the students know in ways that
encompass their personal learning styles and multiple
intelligences.
 It offers teachers new role in the assessment process.
 It provides teachers freedom on gaining insights into
the students’ development or achievement over a
period of time.
How do we do portfolio assessment?
In doing portfolio assessment, one should be guided by the
content, learning, and equity principles.
Content Principle - Content principle suggest that portfolios
should reflect the subject matter that is important for the
students to learn.
Learning Principle - Learning Principle suggests that portfolios
should enable the students to become active and thoughtful
learners.
Equity Principle - Equity Principle explain that portfolio should
allow students to demonstrate their learning styles and
multiple intelligences.
Three Types of Portfolio
Working Portfolio - The working Portfolio is a collection of a
student’s day-to-day works that reflect his on her learning.
Show Portfolio - The show portfolio is a collection of a
student’s best works.
Documentary Portfolio - The documentary portfolio is a
combination of working and a show portfolio.
The steps in portfolio development.
The Portfolio Development Process
1. Set Goals
2. Collect
3. Select
4. Organize
5. Reflect
6. Evaluate (Using Rubrics)
7. Confer/ exhibit
1. Set Goals - This is the first step in portfolio assessment in
which the students set their goals in developing a learning
portfolio. To guide the students in starting their goals, the
teacher may articulate first the goals of the course or subject
and his or her expectations to the students. Students could
also ask what their parents expect from them. They could also
be given goal-setting planners.
2. Collect - In this stage, the students start collecting all
possible entries in their portfolio. They should be advised to
have a temporary container for all their entries, and should be
placed in the school so that keeping of entries will be part of
the daily activities of the students. A good practice in collecting
the portfolio entries is to have a log of all entries with a few
descriptions how they were obtained and why they were kept
in the portfolio.
3. Select - This is the stage where the students are asked to
select what will finally be used to gauge their success from all
their collections of possible entries in a portfolio. The selection
usually depends on what the teacher requires them to do,
their parents’ choice, and the entries that they personally
chose as the best gauge of their accomplishment in the
program. Selections could include evidence that show in-and-
out-of-class activities participated in by the students in relation
to the program.
4. Organize - This is the stage where the students decide on
how they will organize their entries. The teachers should guide
them by telling them to make a table of contents for their
portfolio entries and a direction on where to find them. The
organization of the portfolio could vary depending on the style
of the students. Some teachers take this stage as the
opportunity for the students develop any mat their creativity
and resourcefulness.
- The organizer could also be of any material, but it is
suggested that the container is something flexible that it could
allow one to add, modify, or delete any entry any time.
Examples of materials used in making portfolios are clear book,
album, accordion bag, box with dividers, envelopes, colored
magazines, CDs, flash drives, or cloud-based storage.
5. Reflect - An important trait of a portfolio is the presence of
students' reflections of their experiences. Making reflective
journals, log of entries, and labeling an evidence in a portfolio
are just some of the different ways to show knowledge,
understanding, attitudes, values, writing skills, and creativity.
This is the opportunity for the students to reflect on the
meaningfulness of their experiences, as well as the impact of  Performance in a play or musicals
their teacher's styles and methodology in teaching.  Poetry reading and interpretation
6. Evaluate - This is the stage where the students, their peers  Playing musical instruments
and teachers, or even the parents are involved in rating the 3. Public Speaking
achievement of the students based on their evidence of  Debates
learning, their reflections of their experiences, and the  Declamation
organizations of their portfolio. Rubrics are often used in rating  Panel discussion
students' performance using their portfolios.  Inspirational speech
- Rubrics in rating portfolios should be given to the students, 4. Athletic Skills Demonstration/Competition
even at the beginning of the portfolio process, so that they are Products/Outputs
guided on what to put in their portfolio and how to organize 1. Visual Products
them based on the criteria and indicators of a quality product  Paintings
or excellent performance.  Collage
- Evaluation of the portfolio could be done by individual entry  Posters
on a specified date or when the development is complete.  Video presentations
However, most teachers prefer rating the student-required 2. Kinesthetic Products
evidence upon their submission so that the students can be  Diorama
given immediate feedback on their work. What are usually  Sculpture
rated at the end of portfolio development are the students'  Dance recital
selected evidence of their learning, and the packaging of their  Wood carvings
portfolio, which could reveal their personal traits. 3. Written Products
7. Confer - This is the stage when the teachers confer with the  Essays
students or parents to discuss the students' performance and  Poems
progress of learning. This is also the time to congratulate the  Thesis/Term paper
students for their accomplishment or to help them identify  Movie/TV script
areas for their improvement. 4. Verbal Products
8. Exhibit - This is the time to celebrate success in the form of  Audio tapes
an exhibit of students' portfolios. The highlight of the exhibit is  Voice recording
the awarding of the best learning portfolio.  Speech scripts (to inform, to persuade, etc.)
Rubrics are usually classified according to two different
ANALYSIS AND REPORTING ASSESSMENT DATA USING THE aspects of their composition:
ALTERNATIVE METHODS  1. The rubrics considers each of the criteria one at a
What is rubric? time or all criteria together, and
- A rubric is an assessment tool that specifies the  2. The rubrics is applicable to all similar tasks or can
performance expectations for any kind of student only be used for a particular task.
work, particularly those that are not traditional in Different Types of Rubrics
nature, such as portfolio, outputs or projects,  General/Generic Rubric
performances, collaborative work, and research. It contains criteria that are general and can be
Generally, rubrics contains of three essential features: applied across tasks. This is most convenient for teachers who
- (1) criteria or the aspects of performance that will be do not have the time and skills in developing different types of
assessed, rubrics as they can reuse the same rubrics for several tasks or
- (2) descriptors or the characteristics associated with assignments. However, the teacher may not be able to assess
each criterion, and accurately the student’s performance for a particular task.
- (3) performance that identify students level of  Task-Specific Rubric
mastery within each criterion. It contains criteria that are unique to a specific
performance task to be assessed. This kind of rubric is best for
instruction and formative assessment since it provides the
students feedback on what aspects of their performance or
work need to be improved. However, developing analytic
rubrics is time-consuming for teachers.
 Holistic Rubric
A student’s performance or output is evaluated by
applying all criteria simultaneously, thus providing a single
score based on an overall judgement about the quality of
student’s work. It does not provide a score on each individual
criterion.
One advantage of holistic is that it is quick to develop
Examples of Student Performances and Outputs: and use by the teacher. However, it does not inform students
Students Performances: about their specific strengths and weaknesses, and thus, may
1. Oral Presentations/Demonstration not be as sufficient and helpful in guiding them in improving
 Research paper/poster presentation their performance.
 Individual or group report  Analytic Rubric
 Skills demonstration, such as baking and teaching A student’s work is evaluated by using each criterion
 Extemporaneous speech separately, thus providing specific feedback about a student’s
2. Dramatic/Creative Performances performance or product along several dimensions. This is most
 Dance recital applicable for assessing a complex performance or product.
 One advantage is it identifies the student’s strengths
and areas for improvement based on the criteria identified.
Scoring with an analytic rubric however entails more time than
with a holistic rubrics.